<![CDATA[Improvements in students' economics learning outcomes are influenced by various factors stemming from the school environment, the family, and the use of technology in learning. This study aims to analyze the effects of teacher involvement, parenting style, and the use of Information and Communication Technology (ICT) on students' economics learning outcomes, and to examine the moderating role of remedial instruction in the relationship between teacher involvement and economics learning outcomes. This study employs a quantitative explanatory approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with WarpPLS 4.0. The population comprised all 175 eleventh-grade Social Science students of SMA Negeri 20 Surabaya in the 2025/2026 academic year, with the entire population used as the sample (census study). Data were collected through Likert-scale questionnaires and documentation of daily test scores. The results indicate that teacher involvement, parenting style, and ICT use have a positive and significant effect on students' economics learning outcomes. Furthermore, remedial instruction negatively and significantly moderates the relationship between teacher involvement and economics learning outcomes, indicating that the positive effect of teacher involvement tends to weaken among students enrolled in remedial programs. These findings underscore the importance of synergy among teacher support, parenting style, and technology use in improving economics learning outcomes, as well as the need for more targeted remedial programs tailored to students' learning needs.]]>
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